CRITICAL DISCOURSE ANALYSIS OF ENGLISH SYLLABUS AT GRADUATE - LEVEL: A FEMINIST PERSPECTIVE

Abstract

This current study investigates the portrayal of female figure in English syllabus at graduation-level employing the lens of Critical Discourse Analysis (CDA) as major method, specifically feminist CDA under the theoretical framework of Fairclough 3D Model. The focus of feminist CDA is on gendered power relations and the uneven representation of women in linguistic practices. It draws attention to the uneven representation of women in terms of limited domestic roles. It goes without saying that students' growth and perspective are greatly impacted by their syllabus. In order to determine if English syllabus at graduation-level maintains traditional stereotypes or shows women in gender-neutral career-oriented roles, this study uses Critical Discourse Analysis (CDA). The study also examines the construction of female identity.